Date of Award

6-1992

Document Type

Field Project

Degree Name

Specialist in Education (Ed.S.)

Department

Psychology

First Advisor

Deana Liddy

Second Advisor

Norman H. Hamm

Third Advisor

Lorsbach

Abstract

Recent studies of intelligence test score stability among learning disabled children have reported adequate stability when correlational and analysis of variance (ANOVA) techniques were used. However, less than adequate score stability has been found when individual scores were examined. The present study explores the test-retest stability of the Wechsler Intelligence Scale for Children (WISC-R) using three statistical methods: Pearson product-moment correlation, analysis of variance, and an examination of individual scores. Regression to the mean is also examined. While reasonably high levels of stability are concluded by the Pearson product-moment correlations, significant drops in Verbal and Full Scale IQ scores between administrations are revealed by the ANOVA and by the examination of individual scores in the 9, 10 year old age group. The discussion includes implications for educational programming and for methods of evaluation, including alternative approaches to reevaluations. Suggestions for further research are also presented.

Comments

A Field Project Presented to the Department of Psychology and the Faculty of the Graduate College University of Nebraska at Omaha.

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